Development of Pre-Service Elementary Mathematics Teachers' Geometric Thinking Levels Through an Undergraduate Geometry Course

Bulut, Neslihan; Bulut, Mehmet

doi:10.1016/j.sbspro.2012.05.194

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…Based on the research of Supriadi (2017) on the analysis the mathematical thinking process of primary school pre-service teachers, primary teaching education students, and primary school students have similarity, that is they like the routine mathematical thinking process and vertical thinking process or the traditional logical thinking process and mathematical by collecting and using relevant information. Other findings regarding the ability to think accordingly (Bulut& Bulut , 2012), the results of this study reveal the need for an assessment about development pre-service elementary mathematics teachers through their geometric thinking levels.…”

Section: Introductionmentioning

confidence: 57%

Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Supriadi

2019

IJLTER

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This paper aims to optimize Sundanese ethnomathematics learning by improving the creative thinking ability of mathematics, geometry thinking, and algebra of primary school students. Teaching materials prepared by qualitative research, the didactical design research method. The research subject which used in the learning obstacle test is the fifth-grade primary school students with a total of 71 students. The Initial design didactic and revised design didactic, fourgrade primary students with a total of 32 students. The resulting research Sundanese ethnomathematics learning by using a Sundanese cultural board and engklek games can optimize the creative thinking ability of mathematics, geometry thinking, and algebra of primary school.The results achieved in the initial didactic design used the design of Sundanese ethnomathematics learning in refining geometric thinking, creative thinking, and algebra thinking and almost all of which relate to predictions. The revision of didactic design was organized in accord with the initial didactic design which is not optimal. The research of the revision of didactic design was also constant to use Sundanese ethnomathematics learning and modified to indicators of thinking ability of mathematical geometry of creative thinking and algebra thinking. The outcome achieved on the revision of didactic design uses ethnomathematics learning in refining the ability to geometric, creatively and mathematical algebra thinking of students has already been in accord with predictions.

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Section: Introductionmentioning

confidence: 57%

Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Supriadi

2019

IJLTER

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“…Patkin and Barkai [32] also expected that TTPE students should reach the informal deduction level at the end of their studies. According to Balut [37] the third level of geometric thinking (informal deduction) is insufficient for these students and that it would be appropriate for them to reach at least the formal deduction level.…”

Section: The Van Hiele Geometric Test Resultsmentioning

confidence: 99%

Geometric Thinking of Future Teachers for Primary Education—An Exploratory Study in Slovakia

Pavlovičová

Bočková

2021

Mathematics

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Various studies show that the level of knowledge achieved by pupils is influenced by the level of knowledge of their teachers. In this article, we focus on geometric thinking and the solutions for geometric tasks through a study of future teachers of primary education. The research sample consisted of 59 master’s students from the Teacher Training for Primary Education (TTPE) program. To determine the level of geometric thinking of TTPE students, the van Hiele geometric test was used. Two geometric multi-item tasks were proposed and the students’ solutions to these tasks were quantitatively and qualitatively evaluated. The main goal was to analyze students’ misconceptions while solving tasks and to compare and reveal the connections between their solutions and their achieved level of geometric thinking. A statistical implicative analysis was used for a deeper analysis, namely the statistical software C.H.I.C. The research findings show that more than 40% of TTPE students in the research sample did not reach the required level of geometric thinking. The achieved level of the geometric thinking of students is also influenced by the type of high school education. We observed problems with understanding the concept of the triangle and square in TTPE students. The connections between the solutions of two geometric tasks and the achieved level of geometric thinking were also revealed.

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“…This study was carried out to the 4th-semester PGSD students who joined the geometry course and had passed two subjects; basic mathematical concepts and advanced mathematical concepts. Earlier in the 1st and 2nd semester, they had obtained a study of geometry including definitions, proofs, and examples of basic geometric concepts (Bulut & Bulut, 2012), especially in flat, space, and transformation geometry. Then, in the 4th semester, they had learned geometry learning strategies in elementary schools starting from curriculum review, learning steps, and learning media to assessments of elementary geometry learning.…”

Section: Research Contextmentioning

confidence: 99%

Measuring Spatial Ability and Geometric Thinking Level of Prospective Elementary School Teachers Using the Rasch Model

2021

ilkonline

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The objectives: (1) measuring spatial ability and geometric thinking level of Prospective Elementary School Teachers (PGSD students), (2) analyzing difficulties faced on a certain spatial ability. The study used a mixed-method quantitative and qualitative. Researchers developed test items to measure the spatial ability and geometric thinking of 139 Prospective Elementary School Teachers (PGSD students), Universitas Negeri Semarang. The sampling method employed was cluster random sampling, while three students selected for the interview were based on the 'poor' and 'very poor' category. Data analysis with the Rasch Model showed that the item reliability, item validity, item separation, and unidimensionality were classified as 'good'. The results revealed that spatial ability and geometric thinking of Prospective Elementary School Teachers were classified as 'fair' (62.5%) and 'good' (31.7%). The difficulties in completing tasks of spatial ability primarily on the perception and relation, which happened due to their lacking of imagination.

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Development of Pre-Service Elementary Mathematics Teachers' Geometric Thinking Levels Through an Undergraduate Geometry Course

Cited by 12 publications

References 9 publications

Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

Geometric Thinking of Future Teachers for Primary Education—An Exploratory Study in Slovakia

Measuring Spatial Ability and Geometric Thinking Level of Prospective Elementary School Teachers Using the Rasch Model

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